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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大學教育學部紀要. 教育心理学科
  4. 34

<資料>教育学部新入生の進路決定過程に関する 4 年間の追跡的研究 (I)

https://doi.org/10.18999/bulfep.34.303
https://doi.org/10.18999/bulfep.34.303
b94d2c7a-bf97-4c01-9fd3-167e8e8e2f6b
名前 / ファイル ライセンス アクション
KJ00000137236.pdf KJ00000137236.pdf (1.2 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2006-01-06
タイトル
タイトル <資料>教育学部新入生の進路決定過程に関する 4 年間の追跡的研究 (I)
言語 ja
その他のタイトル
その他のタイトル <BRIEF NOTE>A4-YEARS FOLLOW-UP STUDY ON CAREER ORIENTATION AMONG FRESHMEN ENROLLED IN FACULTY OF EDUCATION
言語 en
著者 若林, 満

× 若林, 満

WEKO 6387

ja 若林, 満

Search repository
WAKABAYASHI, Mitsuru

× WAKABAYASHI, Mitsuru

WEKO 6388

en WAKABAYASHI, Mitsuru

Search repository
和田, 実

× 和田, 実

WEKO 6389

ja 和田, 実

Search repository
WADA, Minoru

× WADA, Minoru

WEKO 6390

en WADA, Minoru

Search repository
斎藤, 和志

× 斎藤, 和志

WEKO 6391

ja 斎藤, 和志

Search repository
SAITO, Kazushi

× SAITO, Kazushi

WEKO 6392

en SAITO, Kazushi

Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
抄録
内容記述 The present study is aimed at following up complex relationships between external determinants (personal background) and internal determinants (self-concept, occupational attitudes, etc.) upon occupational choice processes for 4years. Self-concept measures included scales for student self-image and self-evaluated competence. Occupational attitudes consisted of occupational readiness, job orientation and occupational interest instrument. Subjects were consisted of 44 undergraduates (18 : male and 26 : female) from faculty of education in Nagoya university enrolled in 1983. The dates of investigation are as follows : 1. April, 1983 (immediately after entrance). 2. December, 1983. 3. September, 1985. 4. March, 1987 (just before graduation). Items of the questionnaire developed by Wakabayashi et al. (1986) were used. Contents of the questionnaire are as follows : (1) External determinants, specialization in university, commutation to university, socio-economic status, and parents' educational levels and so on were asked. (2) The student self-image included 23 adjectives each with a 7-point scale. This instrument produced masculinity and feminity (M-F) scales. (3) Self-evaluated competence consisted of 22 ability dimensions considered to be necessary to lead an occupational life. Subjects were asked to evaluate themselves and to give ratings on each dimension by using a 7-point scale. This instrument produced 3factors labelled as competency, harmoniousness and reliability. (4) Occupational readiness included 30 statements regarding student's readiness for initiating his/her occupational lives. Subjects rated each one by using a 4-point scale. A composite occupational rediness scale was created by combining 18items selected by a series of item analyses. (5) The job orientation instrument consisted of 30items which subjects might want to have as important goals or conditions for their occupations. They were asked to rate each one by using a 5-point scale. This instrument produced 3factors that were labelled as job challenge, human relations and working conditions respectively. (6) The occupational interest instrument consisted of 35 occupational titles. Subjects rated each one by using a 5-point scale. This instrument produced 6factors labelled as educationak, practical, technical, investigative, artistic and administrative. (7) Satisfaction with the college life was measured by usinga single item based on a 7-point scale. (8) Subjects were asked to state occupational titles they wanted to chose after graduating from the college, together with the perceived probability (in percentage) of their actually engaging in those occupations. In addition, (9) The perceived image of the department to which the subject belongs was asked by using the same as those stated in (2) above. (1) was examined only in the first investigation. In the forth investigation, causal attributions for finding works was examined. Major findings are summarized as follows : 1. A change of internal determinants. (1) Competency in self-evaluated competence is getting high gradually. Reliability in self-evaluated competence, masuculinity of the student self-image, occupational readiness, and job challenge in job orientation become high just before graduation. (2) Human relations in job orientation and interest in educational works are consistently high. (3) Correlation coefficients among the same scales in each investigation are very high and unchangeable. (4) There are no sex differences on a change. 2. Job (1) More than the half find works in private enterprises. (2) When senior, most students determine concrete works.
言語 en
内容記述タイプ Abstract
内容記述
内容記述 国立情報学研究所で電子化したコンテンツを使用している。
言語 ja
内容記述タイプ Other
出版者
言語 ja
出版者 名古屋大学教育学部
言語
言語 jpn
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/bulfep.34.303
ID登録タイプ JaLC
ISSN(print)
収録物識別子タイプ PISSN
収録物識別子 03874796
書誌情報 ja : 名古屋大學教育學部紀要. 教育心理学科

巻 34, p. 303-316, 発行日 1987-12-24
フォーマット
application/pdf
著者版フラグ
値 publisher
URI
識別子 http://hdl.handle.net/2237/3756
識別子タイプ HDL
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